Interactive Highlighting for Just-in-Time Formative Assessment during Whole-Class Instruction: Effects on Vocabulary Learning and Reading Comprehension

Autor/inn/en	Ponce, Héctor R.; Mayer, Richard E.; Figueroa, Verónica A.; López, Mario J.
Titel	Interactive Highlighting for Just-in-Time Formative Assessment during Whole-Class Instruction: Effects on Vocabulary Learning and Reading Comprehension
Quelle	In: Interactive Learning Environments, 26 (2018) 1, S.42-60 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ponce, Héctor R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2017.1282878
Schlagwörter	Foreign Countries; Undergraduate Students; Advanced Courses; Second Language Learning; English (Second Language); Computer Assisted Instruction; Interactive Video; Formative Evaluation; Vocabulary Development; Reading Comprehension; Computer Software Evaluation; Computer Assisted Testing; Experiments; Scores; Language Tests; Experimental Groups; Control Groups; High School Students; Reading Tests; Statistical Analysis; Grade 11; Pretests Posttests; Intervention; Chile + Suchen Sie Ihr Suchwort? Ausland; Fortgeschrittenenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Computer based training; Computerunterstützter Unterricht; Interaktives Video; Wortschatzarbeit; Leseverstehen; Softwareanalyse; Erprobung; Language test; Sprachtest; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lesetest; Statistische Analyse; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	This article examines the effectiveness of a software that supports formative assessment in real-time of learners' vocabulary knowledge through an interactive highlighting method. Students in a classroom are given a passage on their computer screen and asked to highlight the words they do not understand. This information is summarized on the instructors' screen by highlighting in red the words most highlighted, in orange the second most highlighted, and in yellow the third most highlighted, with a superscript showing the number of students who selected each word. The instructor projects this summary on a screen for the whole class and use it to guide activities on how to comprehend the passage. In Experiment 1, college students who learned with interactive highlighting in a single-session study scored higher on a vocabulary test (d = 1.14) but not on a comprehension test as compared to a control group that studied the same passage without interactive highlighting. In Experiment 2, high school students who learned with interactive highlighting across a 10-week program scored higher on a standardized reading comprehension test as compared to a control group that studied without interactive highlighting (d = 1.60 in school 1, d = 1.17 in school 2). (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01